Introducing the Historical Thinking Practice of Contextualizing to Middle School Students

Autor/inn/en	Kucan, Linda; Cho, Byeong-Young; Han, Hyeju
Titel	Introducing the Historical Thinking Practice of Contextualizing to Middle School Students
Quelle	In: Social Studies, 108 (2017) 5, S.210-218 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7996
DOI	10.1080/00377996.2017.1359483
Schlagwörter	Middle School Students; Historical Interpretation; Social Studies; Geographic Regions; Educational Resources; Context Effect; Units of Study; Curriculum Design; Interdisciplinary Approach; Teaching Methods; Educational Practices; Pennsylvania + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Historische Interpretation; Gemeinschaftskunde; Bildungsmittel; Lerneinheit; Lehrplangestaltung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungspraxis
Abstract	This article describes the design of a social studies unit about the Johnstown Flood of 1889 with a particular emphasis on how specific unit resources engaged middle school students in learning about the geographical and historical context of Johnstown, Pennsylvania. We also report on how the resources supported the teaching and learning of the historical thinking practice of contextualizing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01